Search Inside Documents
Displaying results 9801 - 9900 of 40617
Sequence 4she does not become the center or focus of the student's work. Students should not see the adult as the decider of what… |
Sequence 5is an outcome in which few students ever master the material to the point that they are allowed to apply their knowledge.… |
Sequence 6and internalize the ideas themselves. Therefore, guides should not ignore wrong answers and reward correct ones, nor should… |
Sequence 7Students must see the links between their studies and the real world, and then be allowed to use their own experiences to… |
Sequence 8appropriate time to students in need of individual attention and ensures the learning of every member of the class. Data… |
Sequence 9posed with a similar problem. This process supports the student by reinforcing the process of discovery and gives the… |
Sequence 10ideas and concepts. While the traditional approach to mathematics limits the student to starting many concepts, our approach… |
Sequence 11concept through an authentic experience, he or she is then able to move on to the quantification of the experience and develop… |
Sequence 12When examining a textbook, one notices a progression from easy practice to more difficult practice and, finally, application.… |
Sequence 13guage. An emphasis on the expression of ma thematic al ideas orally and in written language fosters the student's… |
Sequence 14tional school, knowledge is separated into several departments (subjects) and each operates in isolation from the others. This… |
Sequence 1510. SELF-EXPRESSION ANO fuN Mathematicians have always had to be creative, yet current ap- proaches to mathematics education… |
Sequence 16based study of geometry. These activities benefit the student over time, because they are building the mental structures and… |
Sequence 17class, one student's work serves as a jumping off point for new areas of study for others in the class. Real work… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 2If there is not an expansive theory of architecture embracing Montessori thought beyond the materials and their placement in… |
Sequence 3of timely supporting elements, including specific materials for devel- opment coupled to the presence and keen perception of a… |
Sequence 4Now specifically to attend to architecture, architects, and their role within the spinning, intelligible world of Montessori… |
Sequence 5natural world of which the student is fatally called to be an essential part. A school is not a protection from what is.… |
Sequence 6To continue, a Montessori building should also echo the supportive and helpful words from the stories of "The Emperor… |
Sequence 7In view of the principle of indeterminacy, Dawkins would readily agree with the statement of Gregory the Great. Taking all… |
Sequence 8In the end, nothing in a Montessori space may be irrelevant to Montessori's conception of education. Such a space… |
Sequence 9a figure with inspiring results has brought order, symmetry, and an effective insight into the knowable "nature… |
Sequence 10courageous, generous habit of existence, free from the pull of fashion, money, and power, driven by a relentless curiosity in… |
Sequence 11In Montessori's time also stood a major figure in European and British intellectual life: W. Somerset Maugham. He was… |
Sequence 12tempt a mind/body to think, to discover order in phenomena, to gain an intense pleasure in the process, and to become… |
Sequence 13native, knowledgeable, artistic, disciplined architect might create such a structure. Consequently, Vitruvius, the founder of… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 15APPENDIX: EXEMPLA DRAWINGS Provided by Organic Design Workshop, LLC I I 1 □ □ D □~□ D D □ 1 □□□□ □□□□ Figure 1. Generic… |
Sequence 16I -- ·-··· .. -. 1· ·---. -~ .. ,- ,_ \__ / ~ ~-,_,_._ -- ~-ltl ,-'7(. ilOMIN A MIN ,_~ -t7 AD ~IN… |
Sequence 17_J I I I I I .............. -=--+--t-<:: \;;~~~ :=:::::: :: :::: :: "r--, ?}:/: ::::::::::/ ~ -➔-+--J-H… |
Sequence 18. . . • ♦ ••• .. ♦ • ., • ♦."'. t ••• t f ... ♦ ... ... ' . 1 ♦ ♦ t 'I .… |
Sequence 19Figure 8. Montessori exemplum: Multilevel learning spaces. Learning spaces could have a mezzanine level that could be used as… |
Sequence 20..-------------------------------- - Figure 9. Generic exemplum: Geometry Figure 10. Montessori exemplum: Geometry… |
Sequence 21V < '--- .,/ Figure 11. Generic exemplum: Door. Figure 12. Montessori exemplum: Door. I- I- I- I- I- 1… |
Sequence 22•• ♦ • ♦ ♦ • ♦ ♦ • ♦ ♦ :♦:♦:♦ .. • ... ♦• ♦ • ♦ ♦ ~. . . . • ♦ ♦ • • ♦ • + ♦ •• ♦ 1EACHEJt _J • • WSIC… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 2this f 011 rnnl issue embodies one part of the fire of her continuing sparks that mature into flames, and then regress as… |
Sequence 3So there is no time barrier in this century of Montessori's work, because the great questions of childhood process are… |
Sequence 4depends-land, water, energy, air, animals, plants, humans-is the relevantadultissue for our time, so that insofar as… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 2In the early summer of 1896, a young woman graduated from the faculty of medicine and surgery in the University of Rome.… |
Sequence 3the course of development, the child who alone has the power to construct the adult and to create a better world. Thomas… |
Sequence 4PART ONE: MARIA MONTESSORI IN 1896 Tn the early summer of 1896, a young woman graduated from the faculty of medicine and… |
Sequence 5In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 6sciences that saw an exp.losive growth in psychology, in sociology, .in anthropology, and in pedagogy. It was an age of… |
Sequence 7Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 8Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 9Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 10It was a masterful achievement. Had anything like it ever hap- pened in teaching before? Montessori would say later that it… |
Sequence 11Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 12declared that she would dedicate herself to pedagogy. Then she began her studies of the learning problems of normal children… |
Sequence 13condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 14Many left Rome convinced and opened Children's Houses in other countries. In 1909, Montessori published her book in order… |
Sequence 15tion-scientific observation. Her ideas developed systematically on the basis of what children taught her. In a sense… |
Sequence 16• the need for order, the sense of beauty • the development of inner calm and the ability to be silent • the development of… |
Sequence 17REFERENCES Carlyle, Thomas. 011 Heroes, Hero-Worship n11d the Heroic i11 History. 1865. Berkeley: U of California P, 1993.… |
Sequence 1THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 2makes us understand that in the child we have a Teacher and not a pupil and helps us to regard the child with a special… |
Sequence 3gave,has survived, for there are in different parts of the world Case dei Bambini of which even the Italian name has been kept… |
Sequence 1Allie Kohn 26 The NAMTA Journal • Vol. 32. No. I • Winter 2007 |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 3in which case, perhaps, I will drop a seed to invite you to think about those ideas, not merely to sell ideas that are already… |
Sequence 4think about their long-term goals for their kids; looking backward means inviting them to reflect on what things were like… |
Sequence 5parents or non-Montessori teachers, two things will almost always happen: First, even when you ask educators what their long-… |
Sequence 6otherwise might, can you think of a more important way to have them spend their time at school or at home? The consensus is… |
Sequence 7to become a little more like this. The second possibility is that what we are doing with them has nothing to do with these… |
Sequence 8"forcible isolation of young children" but instead is called by a lovely euphemism, time out-teach kids to… |
Sequence 9these sentences" when that sterile, decontextualized approach to lit- eracy instruction makesreadingand writing… |
Sequence 10work. If parents and kids look upon it as something like cleaning the toilet, can't wait to be finished so we can do… |
Sequence 11research to justify it, but other people are going to do this to you later, so we have to do it to you now." And it… |
Sequence 12existed. But you don't have to make kids do bad stuff to learn that bad stuff exists. And you certainly don't have… |
Sequence 13Second, do we mean success in the sense of being able to find a vocation and an avocation that we care about? To constantly… |
Sequence 14that a book I wrote on this topic more than a dozen years ago called Punished by Rewards is probably the first book in history… |
Sequence 15eh i ldren. You have to get some money if you work in an industrialized society. But there's nothing, including grades,… |
Sequence 16could he have done if he felt frustrated with the situation? Because kids are going to come across bad stuff even if they… |
Sequence 17facts? Why doesn't my kid memorize the multiplication table the way I had to? Why doesn't my kid have to do fifty… |
Sequence 18arc loads to choose from, so pick one. For others of us, we arc going to spend this time trying desperately to think of one.… |
Sequence 19,. * ,. What I would like to do now is try to talk a little more about the specifics of what progressive or alternative… |
Sequence 20"Cool! That's what a ball bearing is? How does it work? Can we take apart the ottoman? Oh, I get it, why didn… |
Sequence 21"All right, what should we do?" says the teacher. "Who has an idea?" There are false… |
Sequence 22What the greatest teachers often do is deliberately complicate kids' thinking, knowing just when to throw a monkey… |
Sequence 23Also, notice that the students experienced first rather than being given the concept. It was hands-on, and they were scurrying… |
Sequence 24a lot because of a mere calculation error even though they really understood the concept. What matters is not so much just the… |
Sequence 25For math, and especially for younger children, I recommend the work of Constance Kam ii, a series of books titled Yo1111g… |
Sequence 26and what they can do with what they know. And, in any case, great teachers don't need them because they are getting a… |
Sequence 27helps me to see that they might not be so easy to reconcile. And the third kind of challenge is that 1 have this theory,… |
Sequence 28there are some university instructors who do that as well? They prepare a syllabus before they've met their students!… |
Sequence 29Here's what I think makes sense in a school, and I think many of you wiJI agree with this, and then Twill proceed to some… |
Sequence 30We do not teach fractions because kids are going to need to know about that next year, or because it's on our lesson… |
Sequence 31not teaching in a holistic way that starts with problems and questions and projects. In other words, I'm all for skills… |
Sequence 32kids will blink like you must not be very swift. Well, we're doing it because Ms. Brandt told us we're supposed to… |
Sequence 33I hope you never forget as long as you live, is, Who cnres? If you ever forget that's the correct answer, it will hold… |
Sequence 34devices and embarrassed about asking for help because they're sup- posed to know this stuff by now. In the worst schools… |
Sequence 35to the port side in other respects. But at the same time, it's hard to imagine truly progressive education without that… |
Sequence 36now I've been mentioning that at schools all over the place and some of them have picked up on it. Take it, steal it-they… |
Sequence 37In one of my own books, called The Schools Our Children Deserve, I took all the research and stuffed it at the end of the book… |
Sequence 38* * * Here are some of the challenges I like to offer to teachers who are already pretty much with me. Are we defending a… |
Sequence 39example: They're going to get a lot of it at that school, the implication being we should give them. homework now. My… |
Sequence 40antithetical to genuine, deep learning. Once again we can tell the parents the absence of grades is often a precondition to… |